Bristol Institute for Learning and Teaching

Select the full screen icon to view the infographic in more detail. Active feedback using Chat GPT BILT Education Development Project 23/24 Sam Bell University of Bristol Business School Project Brief Participation in a teaching innovation project led by Jenni Rose (University of Manchester) exploring …

It is estimated that between 15 and 20% of the population is neurodivergent, though many cases remain undiagnosed. A strong gender bias in diagnosis exists, with males diagnosed much earlier than females. Recent changes to the criteria for a neurodivergent diagnosis has resulted in an …

Key Assessment Strategy principles: Holistic design, ILO alignment, constructive and actionable; inclusivity embedded; opportunities to apply learning, produced for a wider audience, creativity and agency, has value beyond the classroom, dialogue and critical thinking   What is the assessment approach?  In The Translation Industry, students on …

Key Assessment Strategy principles: Holistic design, sequenced and connected, inclusivity embedded, manageable timing and load, opportunities to apply learning, produced for a wider audience, collaboration and feedback, creativity and agency, has value beyond the classroom, dialogue and critical thinking  What is the assessment approach?  In …

What is it? This is a two-hour, summatively-assessed activity for second year chemistry undergraduates. Students work individually for the first part and in groups for the second and third part. They firstly are asked to look at a previous (real) exam paper and consider some meta-cognitive questions that relate to key information students may have ignored or about the way the examiner has set the question. Secondly, in groups they actually attempt the question and prepare a single group answer. Thirdly, in the same groups, they mark the work of another group against provided marking criteria. Assessment For the first part students are marked by staff. The mark counts 25%. The second part is marked bystudents (but can be changed later by staff) and counts for 50%. For the third part the studentgroups are marked by staff based on how well they did the marking. This counts for 25%. Staff arealso given detailed guidance on how to mark. The entire assessment counts for 12.5% of a 40 CP unit. What are the design features? We hope this activity gives students into the whole exam-assessment process – from why questions are written the way they are, and how to actually answer the question, to then marking the work of someone whose handwriting is difficult to read. Students have many summa/ve assessments (suchas lab reports). This assessment replaces another report they had to do.  By containing the assessment to two hours, students cannot spend an inordinate amount of time on preparing are port. The examination workshop is run six times in the week and each one contains between 25 and 32 students. The same ques/on is used throughout the week. Students are told not to discuss the question and reminded that it is only possible for other students to cheat with their consent. How does it build on what’s gone before? Students have had four weeks of workshops in which they undertake formative work. Many of these workshops have questions of the type they might find in an exam and in one workshop they are asked to look at feedback from a previous exam and to think, in groups, about what students might have found difficult. The informal groups that form can be retained in the summative activity. How does it prepare for what’s to come? The idea of this workshop is manifold. It is an introduction to group work, revision of previous material but it is principally to help the students understand how exam questions are structured to help them in the future. Experience shows that some students treat each part of a question in isolation and do not notice the structure the examiners have put in place to help guide them. It is hoped that raising awareness of this will help students better realise their potential in examinations and maybe even take a step back from the question and think (metacognitively?) before diving in. What did the students think? The students did seem quite split on this activity. While many noted that they will approach exam …

Key Assessment Strategy principles: Holistic design, ILO alignment, progressive, ongoing and developmental, sequenced and connected; inclusivity embedded, range of assessments, clear assessments and criteria, manageable timing and load, practice and feedback, constructive and actionable; creativity and agency, dialogue and critical thinking  What is the assessment …

For the past few years, the Curriculum Enhancement Programme (CEP) team have been running the TESTA programme within the University of Bristol. There’s plenty on the methodology of TESTA here, but for the purpose of these two blogs, what’s salient is that all participants in …

The Practice The EPSRC Centre for Doctoral Training (CDT) in Aerosol Science is a seven-institution CDT led by the University of Bristol, spanning the Universities of Bath, Cambridge, Hertfordshire, Leeds, and Manchester, and Imperial College London. The CDT offers a cohort-based, four-year training and research …

Engineering undergraduates find writing difficult. It is often something they have actively chosen not to study in their prior studies. Peer feedback has been shown to result in better student engagement with feedback, internalisation of assessment criteria, and better student assessment outcomes. …

Financial Reporting and Analysis EFIMM0030 Unit information This is a mandatory unit on the Finance and Investment MSc programme, with a cohort size of 176 in 2021/22. In focusing on the preparation and articulation of the main financial statements the unit lends itself to applied …

The challenges and recommendations for moving to online exams . …

A video case study from BILT Associate Bex Pike on the Assessment and Feedback Portfolio …

Dr Rabeya Khatoon, Senior Lecturer in the School of Economics goes through each step of setting up Turnitin PeerMark. More content can be found on the BILT video site …

The TESTA (Transforming the Experience of Students Through Assessment) project works with programmes at the University to explore how students experience various aspects of their assessment environment, such as the quality of feedback they receive, the split between formative and summative assessment, and how they …

Nigel discusses recent changes to assessments for students and how he prepared students for these new approaches. …

BILT Student Fellow Jonny Barnes, interviews Veterinary student Ellie Best about her experiences of research-based assessments. …